aGriCultural sCienCes - Department of Basic Education

Transcription

AGRICULTURAL SCIENCES
National Curriculum Statement (NCS)
Curriculum and Assessment
Policy Statement
Further Education and Training Phase
Grades 10-12
Curriculum and Assessment Policy Statement
Grades 10-12
AGRICULTURAL SCIENCES
CAPS
AGRICULTURAL SCIENCES GRADES 10-12
Department of Basic Education
222 Struben Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601
120 Plein Street Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465 1701
Fax: +27 21 461 8110
Website: http://www.education.gov.za
© 2011 Department of Basic Education
Isbn: 978-1-4315-0567-8
Design and Layout by: Ndabase Printing Solution
Printed by: Government Printing Works
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
FOREWORD by the minister
Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:
•
•
heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;
•
improve the quality of life of all citizens and free the potential of each person;
•
lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and
build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.
Education and the curriculum have an important role to play in realising these aims.
In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National
Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document.
From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification
of what is to be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme
Guidelines and Subject Assessment Guidelines with the
(a)
Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;
(b)
National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and
(c)
National Protocol for Assessment Grades R-12.
MRS ANGIE MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION
CAPS
CONTENTS
Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS... 3
1.1Background...................................................................................................................................................... 3
1.2Overview....................................................................................................................................................... 3
1.3
General aims of the South African Curriculum............................................................................................. 4
1.4Time allocation ................................................................................................................................................ 6
1.4.1 Foundation phase.................................................................................................................................... 6
1.4.2Intermediate phase.................................................................................................................................. 7
1.4.3 Senior phase............................................................................................................................................ 7
1.4.4 Grades 10-12 .......................................................................................................................................... 8
SECTION 2: INTRODUCTION TO AGRICULTURAL SCIENCES............................................................. 8
2.1Agricultural Sciences...................................................................................................................................... 8
2.2Overview of topics......................................................................................................................................... 10
SECTION 3: ANNUAL TEACHING PLANS............................................................................................. 14
3.1
Grade 10 Term 1............................................................................................................................................. 14
3.2
Grade 10 Term 2............................................................................................................................................. 17
3.3
Grade 10 Term 3............................................................................................................................................. 19
3.4
Grade 10 Term 4............................................................................................................................................. 23
3.5
Grade 11 Term 1.............................................................................................................................................. 25
3.6
Grade 11 Term 2.............................................................................................................................................. 28
3.7
Grade 11 Term 3.............................................................................................................................................. 31
3.8
Grade 11 Term 4.............................................................................................................................................. 35
3.9
Grade 12 Term 1............................................................................................................................................. 39
3.10 Grade 12 Term 2............................................................................................................................................. 46
3.11 Grade 12 Term 3............................................................................................................................................. 50
3.12 Grade 12 Term 4............................................................................................................................................. 54
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SECTION 4: ASSESSMENT IN AGRICULTURAL SCIENCES................................................................ 55
4.1Introduction.................................................................................................................................................... 55
4.2Informal or daily assessment........................................................................................................................ 55
4.3
Formal assessment........................................................................................................................................ 55
4.3.1 Formal assessment tasks...................................................................................................................... 55
4.4
Programme of assessment........................................................................................................................... 56
4.4.1 Grades 10 and 11................................................................................................................................... 59
4.4.2 Grades 12.............................................................................................................................................. 60
4.4.3Examinations......................................................................................................................................... 62
4.5Recording and reporting............................................................................................................................... 63
4.6Moderation of Assessment........................................................................................................................... 64
4.7General ..................................................................................................................................................... 64
4.8Annexure..................................................................................................................................................... 64
4.8.1 Exemplar assignment............................................................................................................................ 64
4.8.2 Exemplar practical task.......................................................................................................................... 64
2
sECTION 1
INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for
AGRICULTURAL SCIENCES gradeS 10-12
1.1Background
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.
1.2Overview
(a)The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:
(i)
Curriculum and Assessment Policy Statements for each approved school subject;
(ii)
The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and
(iii)
The policy document, National Protocol for Assessment Grades R-12 (January 2012).
(b)The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the
(i)
Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and
(ii)
National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.
(c)
The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:
(i)
The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;
(ii)
The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.
29626 of 12 February 2007;
(iii)
The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;
CAPS
3
(iv)
The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and
(v)
The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.
(d)
The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.
1.3 General aims of the South African Curriculum
(a)
The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.
(b)
The National Curriculum Statement Grades R-12 serves the purposes of:
• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
• providing access to higher education;
• facilitating the transition of learners from education institutions to the workplace; and
• providing employers with a sufficient profile of a learner’s competences.
(c)
The National Curriculum Statement Grades R-12 is based on the following principles:
• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;
• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;
• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;
• Progression: content and context of each grade shows progression from simple to complex;
4
• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.
(d)
The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.
(e)Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
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1.4Time Allocation
1.4.1 Foundation Phase
(a)
The instructional time in the Foundation Phase is as follows:
SUBJECT
Home Language
GRADE R
(HOURS)
GRADES 1-2
(HOURS)
GRADE 3
(HOURS)
10
8/7
8/7
2/3
3/4
First Additional Language
Mathematics
7
7
7
Life Skills
6
6
7
(1)
(1)
(2)
(2)
(2)
(2)
(2)
(2)
(2)
(1)
(1)
(1)
23
23
25
• Beginning Knowledge
• Creative Arts
• Physical Education
• Personal and Social Well-being
TOTAL
(b)Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c)
Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.
(d)In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in
brackets for Grade 3.
1.4.2Intermediate Phase
(a)
The instructional time in the Intermediate Phase is as follows:
SUBJECT
HOURS
Home Language
6
5
Mathematics
6
Natural Sciences and Technology
3,5
Social Sciences
3
Life Skills
4
• Creative Arts
• Physical Education
• Personal and Social Well-being
TOTAL
6
(1,5)
(1)
(1,5)
27,5
1.4.3Senior Phase
(a)
The instructional time in the Senior Phase is as follows:
SUBJECT
HOURS
Home Language
5
4
Mathematics
4,5
Natural Sciences
3
Social Sciences
3
Technology
2
Economic Management Sciences
2
Life Orientation
2
Creative Arts
2
TOTAL
27,5
1.4.4 Grades 10-12
(a)
The instructional time in Grades 10-12 is as follows:
Subject
Home Language
4.5
4.5
Mathematics
4.5
Life Orientation
minimum of any three subjects selected from Group B
A
Annexure B, Tables B1-B8 of the policy document, National policy
pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document.
TOTAL
Time allocation per week (hours)
2
12 (3x4h)
27,5
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to offer additional subjects, additional time must be allocated for the offering of these subjects.
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SECTION 2
2.1What is Agricultural science?
Agricultural Sciences is the study of the relationship between soils, plants and animals in the production and
processing of food, fibre, fuel and other agricultural commodities that have an economic, aesthetic and cultural value.
The table below indicates the main topics in the Agricultural Sciences curriculum.
1. Soil Science
2. Plant Studies
3. Animal Studies
4. Agricultural Economics
5. Basic Agricultural Chemistry
6. Basic Genetics and Biological Concepts
7. Sustainable Natural Resource Utilization
8. Agro-ecology
In Agricultural Sciences learners will:
•
Develop an awareness of the management and care of the environment, natural resources and the humane
treatment of animals through application of science and related technology;
•
Develop problem-solving mechanisms within the contexts of agricultural production, processing and marketing
practices;
•
Be aware of the social and economic development of the society at large through personal development in
commercial and subsistence farming enterprises;
•
Become informed and responsible citizens in the production of agricultural commodities, caring for the
environment and addressing social justice issues; and
•
Be aware of agricultural indigenous knowledge and practices through understanding agricultural sciences in
historical and social contexts.
Time allocation of Agricultural Sciences in the curriculum
The teaching time for Agricultural Sciences is 4 hours per week.
Requirements to offer Agricultural Sciences as a subject
Technical equipment and other resources required to offer Agricultural Sciences more efficiently as a subject are the
responsibility of the school.
1.
Each learner should have a textbook.
2.
The school should be equipped with a Agricultural Science laboratory where various practical work or
experiments could be carried out or demonstrated.
8
Subject combination when offering Agricultural Sciences as a subject
It is strongly recommended that Agricultural Sciences be combined with Mathematics, Physical Sciences and/or Life
Sciences.
Subject linkage
Agricultural Sciences is an integrated science. It combines knowledge and skills from Physical Sciences, Life
Sciences, Social Sciences, Earth Sciences, Engineering, Mathematics and Economics. This subject must be seen
within the holistic science framework rather than as an isolated science.
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2.2Overview of topics
Topic
Soil Science
Content
Grade 10
• The concepts of soil
• The basic components of soil
• Soil minerals and rock formation
• Weathering processes
• The main soil forming processes and factors
Grade 11
• The physical and morphological characteristics of the soil
• Soil texture
• Soil structure
• Soil moisture
• Soil pores
• Soil temperature
• Soil profile
• Soil classification and evaluation
• The chemical and colloidal properties of the soil
• Soil organic matter (living and non-living)
Plant Studies
Grade 12
None
Grade 10
• General classification, importance and economic value of plants
• Suitability for crops based on the prevailing climatic conditions and their soil
requirements
• Field crops
• Horticultural crops
• Fodder crops
• Forests
Grade 11
• Photosynthesis
• Water and nutrients
• Mineral nutritional requirements
• The fundamental minerals or elements needed by plants for optimal growth and
production
• Organic and inorganic fertilizers
• Mineral supplementation in plants and the analysis of plant mineral status
• The different methods of plant reproduction
• Fertilization
• Fruit setting
• Seed germination
• Plant improvement and biotechnology
• Plant diseases and control
• Plant pests and control
• Integrated pest management and biological control
• Plant weeds and control
Grade 12
10
None
Topic
Animal Studies
Content
Grade 10
• General importance, economic value and classification of farm animals
• Animals’ distribution and adaptation to various climatic areas
• Cattle breeds
• Sheep breeds
• Goat breeds
• Pig breeds
• Poultry breeds
• Horse breeds
• Game animals
Grade 11
None
Grade 12
• Animal nutrition requirements, digestion and the alimentary canals of farm animals
• The fundamental feed components including minerals/elements needed by
animals for optimal growth and production
• Scientific feeding, mineral and ration supplementation for animals, calculation of
the digestibility of feeds and feed flow programmes
• Types of animal production systems
• Animal shelter, protection and housing
• Behaviour and handling of farm animals
• Reproductive organs of farm animals
• Systems and processes of reproduction of farm animals
• The most common livestock diseases, their prevention and control
Agricultural
Economics
Grade 10
• The importance of the agricultural industry
• Land redistribution, development and ownership
• The economic values of various animals and plants
• Value of indigenous knowledge systems (IKS)
• The impact of secondary and tertiary agricultural development in South Africa
• Agricultural organizations
• Agricultural legislation
Grade 11
None
Grade 12
• The supply and demand of agricultural products
• The marketing systems commonly used in agriculture
• Price determination of agricultural products
• Agricultural production factors
• Risks in Agriculture
• The concepts: market chain or supply and demand chain, entrepreneur,
entrepreneurship and business plan
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11
Topic
Basic Genetics
and Biological
Concepts
Content
Grade 10
• The plant and animal cells
• The structures or organelles in plant and animal cells
• Cell divisions processes (mitosis and meiosis)
Grade 11
None
Grade 12
• Genetics and heredity
• Mendel’s laws of heredity
• Variation and mutation
• Selection and breeding processes
• The pattern of inheritance that leads to different phenotypes
• The concept: prepotency and atavism
• Genetic modification/engineering
Basic
Agricultural
Chemistry
Grade 10
None
Grade 11
• Basic chemistry terminology important in Agriculture: matter, atom, molecules,
ions, valency, isotopes, elements, compounds and mixtures
• The use and interpretation of the periodic table of elements
• Chemical bonding
• Organic and inorganic substance formations and their molecular structures
• Alkanes and alcohols
• Fatty acids
• Lipids
• Proteins
• Carbohydrates
Sustainable
Natural
Resource
Utilization
Grade 12
None
Grade 10
• Agricultural resources
• Sustainable utilization of natural resources in Agriculture
• Soil conservation and management
• Water quality and management
• Agricultural pollution
• Agriculture legislation for protection and conservation of the environment
Grade 11
• Soil surveying and planning
• Sustainable use of water in agriculture
• Controlled agricultural production systems
• Soil classification and evaluation for agricultural purposes
Grade 12
12
None
Topic
Agro-ecology
Content
Grade 10
• The concepts: biome, ecology, ecosystem, adaptation and ecological pyramid
•
Components of ecosystem (on ecological pyramid)
• The biomes of Southern Africa
• The grazing ecology and veld/pasture management
• Farming systems that use Agro-ecological principles (organic farming, integrated
farming, biological farming, alternative agriculture, etc.)
• Climate change or effects of different weather phenomenon
CAPS
Grade 11
None
Grade 12
None
13
sECTION 3
Annual teaching plan
3.1 Grade 10 Term 1
Week
(4 hours/
Week)
1
Topic
Agro-ecology
Ecology and agroecology
Content
• The concepts: ecology, levels of organization (individual, species, population,
community, ecosystem, biome, biosphere);
• The concepts: agro-ecology, agro-ecosystems;
•
Components of ecosystems (biotic and abiotic factors);
• The biotic and abiotic factors/components influencing an ecosystem:
- Abiotic factors: Physiographic factors (slope, aspect, altitude); Climatic
factors (sunlight, temperature, rainfall and wind) and Edaphic/soil factors
(soil texture, soil depth, soil water, soil fertility); and
- Biotic factors producers, consumers and decomposers.
2
Interactions in
ecosystems and
ecological farming
• Energy flow in ecosystems (food chains, food webs and food pyramids)
• Nutrient cycling in ecosystems (water cycle, carbon cycle, nitrogen cycle)
• Interaction between organisms in ecosystems (competition, predator-prey,
mutualism, commensalism and parasitism
• Ecological farming methods (ecological farming systems including organic,
biological, conservation, game and sustainable/alternative farming)
3
Grazing ecology
• Pastures (natural and artificial)
• Grazing ecology (ecological succession in grassland and adaptations to
grazing by game animals before agriculture, selective and non-selective
grazing, zero grazing)
• Optimal grazing (carrying capacity/grazing capacity, stocking rate)
• Veld types of Southern Africa (sweetveld, sourveld and mixed-veld)
• Characteristics of grazing plants (grazing value in terms of palatability, nutritive
value and resistance to grazing and ecological status)
• Scientific approach to pasture evaluation and monitoring (methods used to
determine the condition of pastures)
4
Pasture or veld
management
• Importance of pastures for the livestock industry in South Africa
• Relationship between pasture management and pasture condition
• Veld management practices:
- stocking rate;
- Animal ratio; and
- Grazing systems (slow rotational, continuous, game and communal farming
and veld burning).
• Veld management systems (use of camps/farming units)
• Advantages and disadvantages of the various grazing systems
• The pasture veld management practices which lead to poor pasture conditions
14
Week
(4 hours/
Week)
5
Topic
Biomes of South Africa
Content
• A description of the main types of biomes of South Africa based on the following:
location, climate, fauna and flora
• Identification of the location of the main biomes on a map of Southern African
• The human impact on the biomes of Southern Africa
Climate change or
effects of weather
phenomena
• The importance/significance of these biomes for Agriculture
• The concept: climate change and global warming
• The main factors that cause global warming
• The impact of climate change or global warming on Agriculture
• Long term weather predictions and cyclic pattern of rainfall in South Africa
• Short term climate and weather predictions (weather bureau)
• Agricultural adaptation measures to overcome climate change
6
Agricultural Economics
Importance of Agriindustry
• Agri-industry (development of agriculture/changes in farming methods over time,
importance of the agri-industry, economic value of agricultural products, food
security and demand for foodstuffs)
• Classification and utilization patterns of food products in South Africa (Fresh
food and staple, preserved and processed food, utilization patterns of food)
7
Population growth and
economic value of plant
and animal products
• The impact of population growth and shift on agricultural production in South
Africa
• The impact of the demand for agricultural commodities on industries
• Changes in the world’s and South African population over the past 100 years
(demand for agricultural products)
• Impact of secondary and tertiary agricultural development in South Africa
8
Land redistribution and
reform
• Land ownership models in South Africa
• The land reform programmes in South Africa (land restitution, land redistribution
and tenure reform)
• Land redistribution and development after 1994
• The following legal concepts: The Constitution, Green Paper, Agricultural
legislation/Laws (basic legislation), Amendments (Law) and Regulation/by laws
Agricultural legislation
• The aims/purposes of agricultural legislation
• The important Laws which affect agriculture (directly or indirectly) such as
labour, land, marketing, resource protection, disease control and chemicals, etc.
9
Indigenous knowledge
• The concept of indigenous (traditional) knowledge system (IKS)
• A comparison between indigenous and “scientific” knowledge (past and present)
• Indigenous knowledge used in agriculture (some examples of IK)
• The constraints of using indigenous technical knowledge in agriculture
• The advantages of using IK in agricultural production
• The protection and management of Indigenous Knowledge Systems in South
Africa
CAPS
15
Week
(4 hours/
Week)
10
Topic
Agricultural
organizations
Content
• The basic aims of agricultural organizations
• The national, provincial and local levels of agricultural organizations (with
relevant examples)
• The roles of the following agricultural organizations found in South Africa:
Agricultural Research Council (ARC), National Agricultural Marketing Council
(NAMC), and Council for Scientific and Industrial Research (CSIR)
• At least FOUR benefits/advantages of nationally recognised agricultural
organization for individual farmers
Formal assessment for Term 1
A formal assessment task 1: Term 1
Control test 1: 75%
1. Choose a practical investigation,
assignment or research project
Formal assessment task 1: 25%
2. Choose an appropriate formal
assessment tasks that covers the topics
covered in the first term
16
It is recommended to cover the given
topics in the term indicated.
The sequence of the topics within the
term is however, not fixed.
3.2 Grade 10 Term 2
Week
(4 hours/
Week)
1
Topic
Sustainable Natural
Resource Utilization
Agricultural resources
Content
• The concepts: natural resources and agricultural resources
• The different types of agricultural resources and their importance in Agriculture
with relevant examples
• The pressure exerted on the natural resources by the growing population to
meet the demand for food
• The sustainable utilization of natural resources in Agriculture
2
Soil conservation and
management
• The concept: soil degradation
• The types (physical, biological and chemical degradations) and processes of
soil degradation (focus on causes, adverse effects and control)
• The impact of soil degradation on agricultural productivity
3
Water management
• The criteria to define water quality
• The concepts: water source and water supply (scarcity of water)
• The different sources of water utilized in Agriculture/farming industry
• The different forms/ways in which water is used specifically in Agriculture
• Factors that affect the supply of water in Agriculture
• The basic agricultural practices/activities that contribute to the pollution of soil
water, subsoil or ground water and surface water (water quality)
• The appropriate management practices/strategies which can be adopted to
prevent and control water pollution including the National Water Act of 1998
4
Agricultural pollution
• The concept: agricultural pollution and different types of pollution
• The major kinds/types of soil pollutants (causes, effects and control measures)
• The economic impact of soil pollutants on natural resource sustainability for
agricultural production
• Waste management in Agriculture
5
Soil Science
• The concept: soil
Basic soil components
• The main functions/importance of soil in an ecosystem
• The following major components of soil: organic matter, soil air, soil water and
mineral particles
6
Minerals (primary and
secondary)
• The concept: minerals
• The main differences between primary and secondary minerals
• Examples of primary minerals
• Examples of secondary minerals
• The main characteristics used in mineral identification
7
8-10
CAPS
Rocks and their
formation
• The concept: rocks/mother rock
• The main types of rocks based on their origin (formation) that are important in
soil formation processes (igneous rocks, sedimentary and metamorphic). The
cultivation properties/suitability of soil that originate from different types of rocks
• Mid-year examination
17
Mid-year examination: 75%
assignment or research project (not
similar to that completed in term 1)
covered in the second term
18
3.3 Grade 10 Term 3
Week
(4 hours/
Topic
Content
Week)
1
Weathering of rocks
• The concept: weathering of rocks
• The importance of the weathering of rocks
• The weathering factors important in soil formation (physical/mechanical,
chemical weathering and biological weathering)
2
Soil forming factors
• The description of the following main soil forming factors:
- geographical/topographical factors (the altitude, slope, aspect and
topographical factors that influence soil formation);
- climatic factors: (the effects of temperature, rainfall, wind as climatic factors
influencing soil formation);
- organisms / biological factors that influence soil formation (plants/vegetation,
mesofauna, animals);
-
The human activities that can have a direct impact on soil formation;
- parent material (geology and mineralogy); and
-Time.
3
Soil forming processes
• Soil forming processes that are active in soils: mineralization, humification,
leaching, luviation, plinthite formation, inversion and bioturbation.
4
Animal studies
• Development and domestication of farm animals
General importance,
economic value and
classification, of farm
animals
• The general economic importance of the livestock industry in South Africa with
reference to:
-
Cattle (beef, milk, hides);
- Sheep (wool, mutton, pelt and hides);
- Goats (meat, mohair and hides);
- Pigs (pork, pork products and bristle);
- Poultry (broilers and eggs);
-Horses, mules and donkeys (work, sport and recreation); and
- General byproducts from animals (manure, bone meal, carcass meal, blood
meal, etc.).
• The basic differences between ruminants and non-ruminants with relevant
examples
The classification of the following farm animals:
Cattle
The differences between Bos indicus (African type) and Bos taurus (European type)
cattle species
The following main groups of cattle breeds based on their production purposes:
• Beef cattle breeds:
- The general characteristics of a beef bull and cow (basic structure and
functionality of a male and female animal); and
- A comparison of the following beef breeds based on their country of origin,
unique characteristics and special adaptation features: indigenous breeds
that include the: Afrikaner, Bonsmara, Drakensberger and Nguni. Exotic
breeds that include the Hereford, Sussex, Charolais, Aberdeen Angus and
Brahman.
CAPS
19
Week
(4 hours/
Topic
Content
Week)
5
Cattle breeds
• Dairy cattle breeds:
- the general characteristics of a dairy bull and cow (basic structure and
functionality of a male and female animal); and
- A comparison of the following dairy breeds based on their country of origin,
unique characteristics and special adaptation features: Friesland/Holstein,
Jersey, Guernsey, and Ayrshire.
• Dual purpose cattle breeds:
- A comparison of the following dual purpose breeds based on their country of
origin, unique characteristics and special adaptation features: Simmentaler,
Red Poll and Pinzgauer
6
Sheep breeds
Sheep
• The main groups of sheep breeds based on their utilization
• The general characteristics of a functional ram and ewe (basic structure and
functionality of a male and female animal):
- Wool breed: Merino
- Dual purpose sheep breeds:
o The dual purpose breeds based on their history of origin and specific
descriptions/characteristics (adaptation features): Dohne Merino (more
emphasis on mutton) and Dorset Horn; and Dormer (more emphasis on
wool),
o The general characteristics of wool breed (size of skin area, wool
follicles, and characteristics of the wool fibre).
-Mutton breeds:
Differentiate between the following mutton breeds based on their history of
origin and specific adaptation features and fat tailed or pure mutton breeds:
oDorper;
o Ronderib Afrikander;
o Van Rooy; and
oDamara
The general characteristics of mutton breed (basic structure and functionality
of a mutton breed)
- Pelt breeds:
o The Karakul sheep based on its history of origin and specific
descriptions/characteristics (adaptation features)
20
Week
(4 hours/
Topic
Content
Week)
7
Goat breeds
Goats
Classification of the following main goat breeds based on their utilization:
• Milk/dairy breeds:
- The following milk breeds based on their history of origin and specific
descriptions/characteristics (adaptation features):
o Saanen; and
oToggenburg.
o The general characteristics of milk breed goats
• Meat breeds:
- The meat breeds based on the country of origin and specific adaptation
features:
o Boer goat;
o Savanna goat; and
o Red Kalahari.
o the general characteristics of a meat breed goat.
• Mohair breeds:
- the Angora goat in terms on its country of origin and specific adaptation
features;
- A comparison between mohair and wool fibers; and
- The purpose/uses of mohair.
8
Pig breeds
Pigs
• Classification of the main groups of pig breeds based on their production
purposes
• The differences between indigenous and improved breeds
- Pork breeds:
o The pork breeds based on their country of origin and specific adaptation
features:
▪▪ Minnesota;
▪▪ Large white/Yorkshire; and
▪▪ Landrace.
- Bacon breeds:
o The bacon breeds based on their country of origin and specific
adaptation features:
▪▪Hampshire; and
▪▪Tamworth.
CAPS
21
Week
(4 hours/
Topic
Content
Week)
9
Poultry breeds
Poultry
• Classification of the main types of poultry and differentiate between the main
chicken/fowl breeds (SA indigenous breeds, dual purpose breeds or heavy
breeds, light breeds and ornamental/pedigree breeds) according to the following
types of production:
- Broiler production; and
- Egg production.
• Basic requirements for successful production (housing, management, breeding
and nutrition)
10
Horse breeds
Horses, donkeys and mules
• Classification of the main horse breeds based on their purposes
• A distinction between warm-blood and cold-blood horses
Riding/Light horse breeds:
• The riding/light horse breeds based on their history of origin and specific
- Arab horse; and
- Saddle horse.
• The general characteristics of a light horse breed
Draught/draught horse breeds:
• the draught horse breeds based on their history of origin and specific
-Hackney; and
-Percheron.
• The general characteristics of a draught horse breed
• Donkeys and mules
Game animals
Game animals
• Classification of the game animals (Buffalo, Elephant, Leopard, Lion and Rhino,
antelope, Springbuck, Eland and Kudu and small carnivores) based on their
purposes
• Importance of game farming
Control test 2: 25%
similar to that completed in term 1 or
term 2)
Formal assessment tasks 3: 75%
assessment tasks that covers the
topics covered in the third term
22
3.4 Grade 10 Term 4
Week
(4 hours/
Topic
Content
Week)
1
Plant studies
• The average volumes of production of economically important crops/plants
General classification,
• The main production areas of crops in South Africa (field crops, horticultural
importance and
crops, fodder crops and wood production)
economic value of plants • The general economic importance and utilization of crops (field crops,
in Agriculture
horticultural crops, fodder crops and wood production)
Fields crops
• Criteria for successful crop production
The following agricultural crop plants:
• Field crops:
- The climatic and soil requirements of field crops
- The classification of the following field crops:
o Grain crops (maize, wheat, sorghum);
o Oil seed crops (sunflower, soya beans); and
oIndustrial crops (sugar cane, cotton).
2
Horticultural crops:
Vegetables, fruits,
flowers and shrubs
- Classification of horticultural crops
- Vegetables
The basic climatic and soil requirements of vegetables
The classification of vegetables into the following groups with examples:
o root vegetables (beetroot, carrots);
o Leaf vegetable (cabbage, spinach);
o Stem vegetable (potato);
o Fruit vegetables (tomato); and
o Flower vegetables (cauliflower).
- Fruits
The basic climatic and soil requirements of fruit crops
The classification of fruit crops into the following main groups and examples:
o Citrus (orange)
o Tropical fruits (banana);
o Subtropical fruit (avocados); and
o Deciduous fruits (apples, grapes).
3
Flower crops
Vegetables, fruits,
flowers and shrubs
The basic climatic and soil requirements of the following main types of flower crops
extensively used in South Africa:
• fynbos (diversity and agro-tourism)
• Garden flowers (flowers as features)
• Cut flowers (floral shops, festive seasons, special occasions)
- Shrubs and indigenous crops:
The basic climatic and soil requirements for the following shrubs:
o Rooibos; and
oHoneybush.
CAPS
23
Week
(4 hours/
Topic
Content
Week)
4
Fodder crops
Fodder crops
The basic climate and soil requirements of the following fodder crops (marginal crop
fields):
• Legume fodder crops and examples (Lucerne and Red clover); and
• grass fodder crops (Kikuyu and Rye grass).
5
Forests (wood
production)
• The concept: forests (wood production)
• The classification of the main groups of forests crops/trees (hard wood types
versus soft wood types)
• The distinction between indigenous and exotic forests
• Reasons for promoting and growing protected trees/plant and eradicating
invasive tree/plant
6
Biological concepts
Plant and animal cells
• The basic concept: cell, tissue and organs in living organism (organisational
levels of a multi-cellular organism)
• Plant and animal cells including the labelled diagrams of plant and animal cells
• Identification of the main cell structures and organelles and their functions in
both plant and animal cells
• Differences between an animal cell and a plant cell
7
Cell division
• The cell division process and its application (the importance of cell division in
plants and animals)
• The concept: cell division
• The types of cell division in plants and animals (mitosis and meiosis)
• The description of process of both mitosis and meiosis cell division
• The identification/description of the phases of mitosis and meiosis
• How cell division (mitosis and meiosis) takes place
• The differences between mitosis and meiosis
8-10
End-of-the-year
examinations
SBA 25%
Examination 75%
Task based assessment:
End-of year examination: 300 marks
(paper 1 and paper 2)
Practical investigation: 20 marks
Assignment: 20 marks
Research project: 20 marks
Test based assessment:
Control test 1: 10 marks
June examination: 20 marks
Total: 100 marks
300 marks
Total mark: 400
24
3.5 Grade 11 Term 1
Week
(4 hours/
Week)
1
Topic
Basic Agricultural
Chemistry
Content
Introduction to basic chemistry
• The following terminology: matter, atom, molecules, periodic table and isotopes
• The differences between elements, compounds and mixtures (with relevant
examples)
• The basic interpretation of the periodic table of elements
• The difference between acids and bases
• The general structure of an atom
• The main types of particles of an atom and their respective charges
• The relation between atomic numbers and number of particles in the nucleus
• The formation of ions
• The arrangement of electrons around the nucleus and valency
2
Chemical bonding
• A basic chemical bonding as it occurs to form a molecule
• The following chemical bonding with their respective structural formulae:
- covalent bonding (hydrogen gas, water, etc.); and
-Ionic bonding (copper chloride, sodium chloride, etc).
3
Inorganic and Organic
compounds
• The distinction between inorganic and organic compounds (with examples)
• The chemical formulae, structural formulae, Lewis structures, importance and
functions of the following inorganic compounds:
-water;
- Carbon dioxide;
-Mineral salts, for example sodium chloride/table salt; and
-Ammonia
• The characteristics of the carbon atom (bonding on the carbon atom) and
organic substances
• The basic grouping of organic compounds
4
Alkanes and alcohols
Alkanes
• the basic types of alkanes (not more than 5 carbon atoms)
• Their chemical and structural formulae
• Their importance in plants and animal metabolism
• The concept: isomers as illustrated by simple alkane structures
Alcohols
• The basic types of alcohols (their structures and importance) with reference to
methanol and ethanol
• Comparison between alcohols and alkanes based on their general structural
formulae
CAPS
25
Week
(4 hours/
Week)
5
Topic
Fatty acids and biomolecules
Content
Fatty acids
• The chemical structure of a simple fatty acid
• Differentiation between saturated and unsaturated fatty acids (their structures
and importance)
• The differences between fatty acids and alcohols based on their structural
formulae
Bio-molecules
Lipids/fats
Lipids:
• basic composition of a simple lipid/fat;
• The differences between fats and oils, saturated and unsaturated fats; and
• The main functions/importance of lipids/fats in living organisms.
Proteins
6
Proteins
• General structure of the monomers of proteins (amino-acids)
• The differences between simple and complex proteins (also refer to essential
amino acids and non-essential amino acids)
• The general structural of polypeptides/simple proteins
• The synthesis and hydrolysis of proteins
• The main functions/importance of proteins in living organisms
7
Carbohydrates
Carbohydrates
• The basic chemical composition of carbohydrates
• The general formulae of carbohydrates
• Structural and chemical formulae of simple sugars (monosaccharides)
• The main classifications of carbohydrates - monosaccharide, disaccharides and
polysaccharide (with relevant examples)
• The main functions of carbohydrates in living organisms
8
Soil Science
Soil texture
Soil texture
• The concept: soil texture
• The main groupings of soil particles (clay, silt and sand) that determine the soil
textures and their respective diameters
• Scientific method to determine the quantity of sand, silt and clay in a soil sample
(use of a sieve/mechanical/chemical method)
• Determination of the textural classes (soil texture triangle) of soil and
interpretation of textural triangle
• The influences of sand and clay particle size/texture on soil characteristics/
behaviour
• The two field methods to determine the soil texture class:
- Sausage method/feeling method; and
• The most important reasons for a farmer to know the textural class of his/her
farm land
26
Week
(4 hours/
Week)
9
Topic
Soil structure
Content
Soil structure
• The concept: soil structure
• The classification/types of soil structures (shape and size)
• The factors influencing the development and stability of soil structure
• The factors or malpractices that cause the destruction/decline in soil structure
• The different methods which farmers can apply to improve a poor soil structure
• The advantages of good soil structure with reference to:
- The prevention of soil compaction;
-Crusting,
- Soil erosion;
- Salt imbalances; and
- limiting the effect of a drought and limit excessive wetness
10
Soil colour and soil
pores
Soil colour
• Differences between a homogeneous and non-homogenous soil colour
• The main factors that determine the colour of soil
• The interpretation of the following soil colours:
-Dark;
-Red;
-Light;
-Yellow;
- Greyish coloured; and
-Mottled appearance.
Soil pores
• The effect of soil texture, soil structure, soil depth and soil cultivation on the total
pore space in a soil
• The differences between macro pores and micro pores and their functions in a
soil
•
The bulk density and porosity
• The definitions of soil bulk density and porosity
• Ways to determine, calculate and interpret the bulk density of a soil
• Factors that influence the bulk density
Control test 1: 75%
assignment or research project
CAPS
27
3.6
Grade 11 Term 2
Week
(4 hours/
Week)
1
Topic
Soil air
Content
Soil air
• The factors that affect/influence storage and movement of soil air
• Comparison between atmospheric and soil air (based on the nitrogen, oxygen
and carbon dioxide content)
• The importance/necessity of the following soil gases: oxygen, carbon dioxide
and nitrogen
2
Soil Science
Soil water
Soil moisture
• The basic types of soil water and their characteristics
• A description of soil water losses and ways to limit these losses
• The forces of nature that have an effect on soil water (adsorption, electrostatic,
capillarity, bonding, cohesion, etc.)
• The different movements of water through the soil
• The availability of soil water to a plant at the following limits of soil water content:
- Saturation point;
- Field water capacity;
- Temporary wilting point; and
- Permanent wilting point.
• Scientific methods to illustrate the following aspects that are related to soil
water:
- capillary; and
- Gravitational movement of water
• Effective soil water management (based on the manipulation of the soil water
balance)
3
Soil temperature
Soil temperature
• The main factors influencing soil temperature
• The scientific approach to measure the effect of these factors that influence soil
temperature
• The effects of soil temperature on physical, chemical and biological processes
that take place in the soil
• The ways/methods to manipulate soil temperature for better production
(cultivation methods and controlled environment)
28
Week
(4 hours/
Week)
4
Topic
Soil morphology
Content
Soil profiles
• The terminology: soil profile, soil horizon and profile hole
• The development and description of the following master horizons:
-O-horizon;
-A-horizon;
-E-horizon;
-B-horizon
-G-horizon;
- C-horizon; and
- R-horizon (a schematic representation of a soil profile).
• The soil profiles of the following:
- Adult soil;
-Young soil;
- Wet/waterlogged soils; and
- Eroded soils.
• A practical identification of topsoil and subsoil horizons
5
Soil classification
Soil classification
• Description of soil classification and the use of a binomial soil classification
systems in South Africa
• The procedures to be followed when identifying and classifying soil by the
binomial system
• The reasons/purposes/value of the classification of soils in agriculture
• The description of diagnostic horizons of the topsoil and subsoil horizons
6
Soil colloids and soil
acidity
Soil colloids
• The description and characteristics of inorganic soil colloids
• The differences between inorganic and organic colloids, cation adsorption and
cation exchange in soil
• Manipulation of the cations and cation exchange in the soil
Soil Acidity
• The ph scale and hydrogen ions concentration
• The concepts: soil acidity (predominant cations).
• The distinction between active acidity and reserve acidity
• The factors influencing/causing the soil acidification process
• The effects of soil acidity on crop production
• The methods of preventing/controlling soil acidification
• The exchange reaction in the soil that occurs during the reclamation process
(chemical reaction)
CAPS
29
Week
(4 hours/
Week)
7
Topic
Soil alkalinity and
salinity
Content
Soil alkalinity and salinity
• The concept: soil alkalinity (predominant cations)
•
The differences between saline soils and sodic soils
• The characteristics of saline soils/white brack soils
• The factors influencing/causing brackishness/soil alkalinity/saltiness
• The effects of alkaline/brack on crop productivity
•
The methods of preventing/controlling soil alkalinity
• The procedures to be followed on the reclamation of alkaline/brackish soils
8-10
Mid-year examinations
Control test 1: 75%
30
3.7 Grade 11 Term 3
Week
(4 hours/
Week)
1
Topic
Content
Soil Organic Matter
Living organic matter
Living organic matter
• The differences between soil micro-organisms and macro-organisms (with
examples)
• The main groups of soil micro-organisms (with examples)
• The importance and roles of soil micro- and macro-organisms
• The requirements for soil micro- and macro-organisms
• The carbon cycle/conversion by micro-organisms
• The nitrogen cycle/conversion by micro-organisms
• The process of symbiosis based on the following: mycorrhiza (fungus) and
Rhizobium bacteria.
• The terminology: ammonification, nitrification, denitrification, nitrogen
assimilation, solubilization, immobilization and mineralization
2
Non-living organic
matter
Non living organic matter
• Definitions of the following concepts: fresh organic matter and humus
• The physical, chemical and biological effects of organic matter on soils
• The factors affecting the balance between gains and losses of organic matter in
soils
• The effects of the decline in organic matter content on soil degradation
3
Plant Nutrition
Photosynthesis
Photosynthesis
• The schematic representation of photosynthesis
• The differences between photosynthesis and respiration
• The main pigment involved with photosynthesis and its function in plants
• The importance/role of photosynthesis
• The dark and light reaction/phases of photosynthesis
• The storage of food and various organs utilized for food storage in plants
• The factors influencing the rate of photosynthesis
• The manipulation of plants to increase the photosynthetic rate
4
Water and nutrients
Absorption and storage of water and nutrients
• The importance/functions of water in plants
• The movement of water from the soil to the roots of plants
• The distinctions between osmosis and diffusion
• The differences between the following processes: movement of water from
the roots to the stems and leaves, movement of water from the leaf to the air
(atmosphere)
• The terms: transpiration pull and osmotic flow
• Plants’ adaptation features to reduce transpiration rate (how plants control
transpiration)
• Movement of the products of photosynthesis (nutrients)
CAPS
31
Week
(4 hours/
Week)
5
Topic
Content
Mineral nutrition
Nutritional elements of plants
Macro- and microelements
• The difference between micro/trace elements and macro-elements
• The different macro-elements: Nitrogen, sulphur, phosphorus, potassium,
calcium and magnesium (the importance/functions, form in which it is absorbed
and the deficiency symptoms of each)
• The different micro-elements: iron, manganese, boron, zinc, copper,
molybdenum and cobalt (the importance/functions, form in which it is absorbed
and the deficiency symptoms of each)
6
Plant nutrient uptake
and analysis
• The plant nutrient/mineral uptake based on the following:
- passive ion uptake by diffusion; and
- active ion uptake by transport carrier molecules.
• The forms in which nutrients/minerals are available to plants
• The factors affecting/influencing nutrients/mineral such as phosphorus,
potassium and nitrogen availability to plants
• The importance of nutrient element analysis in crop production
• Methods utilized in crop production to determine the nutritional status of the soil
(soil samples, plant/leaf samples)
7
Organic and inorganic
fertilizers
• A definition of the term fertilizer
• The difference between organic and inorganic fertilizers
Inorganic fertilizers
• The main nitrogenous, phosphorus and potassium inorganic fertilizers (their
uses/applications with relevant examples)
• The calculation of the percentages of each plant nutrient in the fertilizer
mixtures/multi-fertilizer mixtures
• Impact of inorganic fertilizers on the environment
Agricultural lime:
• The differences between calcitic and dolomitic lime; and
• the beneficial effects of liming (physical, chemical and biological effects).
Gypsum
• The use of gypsum
32
Week
(4 hours/
Week)
8
Topic
Organic fertilizers and
fertilization practices
Content
Organic fertilizers
• The main types of organic fertilizers
• Impact of organic fertilizers on the environment
Green manure
• The concept: green manure/manuring
• The purpose/beneficial effects of green manuring
• The characteristics of green manure crops
Farm manure
• Description of farm manure
• The types of farm manure
• The factors that affect/influence the composition of farm manure
Compost
• The description of compost
• The preparation and requirements for compost production
• The beneficial effects of compost (physical, chemical and biological effects) on
plant growth
• The common agricultural organic products and by products used to supplement
plant nutrients
Fertilization practices
• The different methods of fertilizer applications in relation to: soil application
(band placing, liquid or gas application or broadcasting), foliar application,
application through irrigation water (fertigation), aerial application, top-dressing
and plant mixtures (with examples of fertilizers which can be used)
9
Plant reproduction
Sexual reproduction
Sexual reproduction and • Definition of sexual reproduction in plants
pollination
• The functions and structures of the following parts of a flower:
-Stamen;
- Pistil; and
- Non-sexual parts, for example petals (corolla); sepals (calyx).
• The concept: pollination
• The differences between self pollination and cross pollination
• The description of the main agents of pollination
CAPS
33
Week
(4 hours/
Week)
10
Topic
Fertilization and
ablactation
Content
• The structure of a matured/ripe pollen grain and a receptive stigma (use
illustration/diagrams to explain)
• The germination of a ripe pollen grain on a receptive stigma until fertilization
(use illustration/diagrams to explain)
Fertilization process
• The terminology: fertilization and double fertilization
• The development of a fertilized ovule to form a seed/fruit (structural
development)
• The distinction between vegetative and stimulative parthenorcarpy
• The concept: ablactation
Seeds and fruit setting
• The factors causing/influencing ablactation
Seeds and fruits setting
• The concept: fruit setting and seed germination
• The development of seeds/fruits from a fertilized flower (structures)
Seed germination
• The different types of fruits according to the way in which they develop such as
simple, compound, multiple and accessory fruits
Seed germination
• The process of seed germination
• The distinction between seed dormancy and scarification
•
The basic requirements for seed germination
similar to that completed in term 1 or
term 2)
Control test 1: 75%
covered in the third term
34
3.8 Grade 11 Term 4
Week
(4 hours/
Week)
1
Topic
Content
Plant reproduction
Asexual reproduction
Asexual reproduction
• The concept: asexual reproduction/vegetative reproduction in plants
•
Types of asexual methods of reproduction (bulbs, tubers, cuttings, stolons and
rhizomes)
• Oculation and grafting
• The advantages and disadvantages of using asexual reproduction methods to
propagate plants
2
Plant improvement and
biotechnology
Plant improvement
• Description of the methods used in plant breeding: selection, hybridization
(hybrid seeds) and mutation
• The use of gene mutation by plant breeders to improve plant production
Biotechnology
• The concept: biotechnology
• The advantages and disadvantages of genetic modified crops/plants (gmos)
•
The characteristics of gmos
• Examples of genetically modified crops in South Africa, for example maize (Bt
maize) and cotton (Bt cotton), etc.
3
Plant pests/ parasites
and diseases
Weed control
management
Weed management
• The following terminologies: weeds and herbicides
• The harmful effects of weeds on plant growth
• The adaptation features/modes of weeds which let them grow more easily than
cultivated crops
• The agents of weed dispersion/transmission from one field to the other
• The description of the methods of weed control: mechanical, chemical,
biological and integrated weed control management
CAPS
35
Week
(4 hours/
Week)
4
Topic
Plant diseases/ pests
and control
Content
Plant diseases and their control
• The types of micro-organisms causing diseases in plants
• The various plant diseases caused by micro-organisms (mode of transmission,
symptoms and affected plants):
-Viral;
- Bacterial; and
- Fungal diseases
• The preventative/control measures of plant disease
Plant pests and their control
• The terminology: pesticides
• The description of main groups of plant pests and life-cycles of some of plant
pests
• The types of damage caused by plant pest on crops
• The preventative/control measures/methods of plant pests
Integrated Pest Management control (IPM)
• The concept: integrated pest management
• The benefits/advantages of practicing IPM by crop farmers
• The fundamental principles/steps to be followed that determine IPM
Insect control in stored seed and grass
• The conditions which influence/increases insect damages on stored seeds/
grains
• The life cycle of selected pests/insects of stored agricultural products
• The various methods of controlling insects in stored seeds/grain
The general role of the state in plant protection
36
Week
(4 hours/
Week)
5
Topic
Optimal resource
utilization
Soil surveying and
planning
Content
Soil surveying and planning
• The concept: soil survey
• The purpose (aims and principles) of soil survey
• The soil survey process in agriculture and steps which need to be followed
during soil surveying
Precision farming
• The concept: precision farming
• The basic principles/aims of precision farming
• The main ultra-modern technologies utilized with precision farming
Water use/ irrigation
Water use
• The terminology: irrigation, irrigation schedule
• The main sources of water for irrigation
• The criteria to determine water quality for irrigation
• The irrigation systems (advantages and disadvantages and conditions to use):
- flood irrigation/furrow and basin irrigation;
- sprinkler irrigation/center pivot; and
- Drip irrigation/micro-irrigation
• The reasons or advantages of irrigation scheduling
• The use of the following instruments to determine the moisture content of soils:
- Class A evaporation pan;
- Tensiometer; and
- Neutron moisture meter.
6
Soil drainage systems,
soil cultivation and crop
rotation
Soil drainage systems
• The term: soil drainage
• Different types of soil drainage systems
• The critical areas which should be considered before installation of a pipe
drainage system in the field
Soil cultivation
• The aims of primary and secondary soil cultivation
• Different types of common implements utilized for soil cultivation
• Differentiation between primary and secondary soil cultivation
• The description and comparison of different types of soil cultivation systems
Crop rotation
• The concept: crop rotation
• The differences between monoculture and crop rotation
• The factors which play a fundamental role when a farmer plans a crop rotation
programme
• The advantages and disadvantages of crop rotation
CAPS
37
Week
(4 hours/
Week)
7
Topic
Greenhouse,
hydroponics and
aquaculture
Content
Greenhouse
• The concept: greenhouse
• The benefits/advantages and disadvantages of having a greenhouse for
production of high value cash crops
• The types of materials used by farmers to construct a greenhouse
• The environmental factors to be considered when selecting/choosing the
general locality of the greenhouse
Hydroponics
• The concept: hydroponics production system
• The advantages/benefits of hydroponics production systems
• Growing mediums that will support plants which can be used by growers in
hydroponics systems
• The advantages and disadvantages of closed and open systems in hydroponics’
production
• The differences between production in a hydroponic system and open field
system
Aquaculture
• The concept: aquaculture
• Common species which are included in aquaculture farming in South Africa
• The common and simple structures that can be used for housing both marine
and fresh water species
• The description of the fish culture systems: open through flow system and
closed or recirculation system
• The basic requirements for aquaculture farmers to achieve high yields
• The factors which may restrict farmers from choosing certain species for
aquaculture farming
8-10
End-of-the-year examinations
SBA 25%
examination 75%
Practical investigation: 20 marks
Research project: 20 marks
End-of-year examination: 300 marks
(paper 1 and paper 2)
Total: 100 marks
300 marks
Term is however, not fixed.
Total mark: 100 + 300 = 400 ÷ 4 = 100
38
3.9 Grade 12 Term 1
Week
(4 hours/
Week)
1
Topic
Animal nutrition
Content
• A comparison on the external structure of the alimentary canal of: a ruminant
(cow and sheep) and non-ruminant (fowl and pig)
• Functions and adaptations of various structures of the alimentary canal
• Description of the internal structure of the following:
-Rumen;
-Reticulum;
-Omasum;
- abomasums; and
- Small intestines
2
Digestion in the nonruminant (pig/fowl) and
ruminants (cow)
Digestion in non-ruminants
• A brief explanation of the intake of feed
• The process of digestion in the mouth, stomach, small intestine and the large
intestine:
-Mechanical; and
- Chemical digestion (enzymes).
• Functions of the accessory glands such as the liver, pancreas and intestinal
glands
Digestion in ruminants
• Terminology: rumination, regurgitation, peristalsis
• Explanation of the intake of food, chewing of the cud
• The differences between a mature ruminant and a young ruminant based on
the four stomach compartments (size, functionality, etc)
Digestion in the rumen
• The concept: rumen microbes
• The different types of rumen microbes
• Important requirements for normal functioning of rumen microbes/microorganisms
• The functions of the rumen microbes
• The absorption of food in the rumen directly by osmosis and diffusion into the
blood stream
CAPS
39
Week
(4 hours/
Week)
3
Topic
Components of feed
Content
Components of feed
• The functions (importance) of each of the following:
-Water;
-Proteins;
- Carbohydrates (sugar, starch and crude fibre);
- Fats and Oils (ether extract) in animal production and growth
• The bio-chemical functions (importance and deficiencies) of the following
mineral constituents:
- Macro-elements: calcium, phosphorus, magnesium, sodium, chlorine,
potassium, sulphur; and
- Trace-elements: iron, iodine, zinc, selenium, copper, cobalt
4
Digestibility of feeds
• The functions and two deficiencies of the following vitamins:
- Water-soluble: Vitamin B1; B2 ; B6 and B12 (Vitamin B complex); and
- Fat-soluble: Vitamin A, D,E and K
Digestibility of feed
Quality of feed, energy
value of feeds and
nutritive ratio
• The concepts: digestibility and digestibility coefficient of feeds
• The factors that affect/influence/determine the digestibility of feeds
• The methods of improving/increasing digestibility of feeds
• Calculation and interpretation of the digestibility coefficient of a feed
Quality of feed: biological value of proteins
• The concepts: biological value (BV), essential amino acid index and ideal
proteins.
• The importance of animal proteins in rations
• The evaluation of feed protein in terms of biological value, for example egg
and milk
Energy value of feed
• The units in which energy value is expressed
• The terminology: gross energy, metabolic energy, digestible and nett energy
• The purpose/aims of calculating energy value of the feed
• Schematic representation of feed energy flow
• Calculation of feed energy flow and interpretation of the results
Nutritive ratio
• The concept: nutritive ratio (NR)
• The purpose/aims of nutritive ratio in animal feeding
•
40
Calculation of the nutritive value of a feed and interpretation of the results
Week
(4 hours/
Week)
5
Topic
Types of feed
Content
Types of feed
• Classification of animal feeds
• The concept: roughages, and concentrates
• The characteristics of roughages and concentrates
• The description of different types of roughages and concentrates
• The schematic representation of different types of animal feeds
• The functions (importance) of roughages and concentrates
Subdivision of feeds
• The comparison between protein-rich and carbohydrate-rich types of feeds
(examples of protein-rich and carbohydrate-rich feeds)
Planning a feed flow
programme
Supplements to rations
• The different ways of supplementing: minerals, vitamins, non-protein nitrogen
and growth stimulants
Planning a feed flow programme
• The terminology: feed flow program, maintenance and production ration
• A brief overview of the Pearson square method (feed formulation)
• Calculation and the drawing of feed requirements using a Single Pearson
Square method
• The interpretation of the Pearson Square results for feed mixtures
• Fodder/feed flow/fodder production planning
• The importance of fodder flow/fodder production planning
• Basic calculation of a feed/fodder flow program for a group of livestock
(number of animals and feed needed over a period of time)
6
Animal production
Animal production systems
Increasing animal
production
• Description and comparison of intensive and extensive animal production
systems
• The differences between small-scale/subsistence and large-scale/commercial
farming systems
Intensive farming
Examples of intensive farming productions
• Factors to increase animal production under intensive farming (broiler
production):
-Nutrition/feeding;
-Environment;
- Reproduction/breeding; and
- General enterprise management.
Extensive farming
Examples of extensive farming productions
• Factors to increase animal production in extensive farming (beef production):
-Nutrition/feeding;
-Environment;
- Reproduction; and
- General production enterprise management
CAPS
41
Week
(4 hours/
Week)
7
Topic
Animal shelter/
protection/housing
Content
Animal shelter/protection/housing
• The importance or reasons for shelter/housing
• The different structures used for sheltering/housing livestock
Intensive animal production system
• The different intensive production systems:
- Backyard systems;
-Intensive/semi-intensive systems; and
- Free range systems (poultry/pig/dairy production systems).
• The basic housing or shelter requirements/guidelines for an intensive
production system (holding shed, feed shed, holding pens, etc.)
• The different equipments/tools for intensive housing systems (feeders, water
supply, bedding and lighting, etc.)
Behaviour and handling
of farm animals
Behaviour of farm animals
• The common behaviours of the following farm animals under various
conditions:
- Large ruminants (cattle);
- Small ruminants (sheep);
-Intensive non-ruminants (pigs); and
-Poultry.
Handling of farm animals
• The reasons/importance of handling farm animals
• The effect of incorrect handling on farm animals (harm and effect)
• The basic guidelines for handling the following farm animals:
- Large ruminants (cattle);
- Small ruminants (sheep);
-Intensive non-ruminants (pigs); and
-Poultry.
• The different techniques/tools/aids utilized to handle farm animals
• The basic guidelines/requirements for transporting/moving farm animals from
one farm to another/abattoirs
42
Week
(4 hours/
Week)
8
Topic
Content
Animal reproduction
Reproductive organs of cattle
Male and female
reproductive systems
• The (primary and secondary) male reproductive organs (structure)
• The functions and structures of the following organs:
-Testes;
-epididymis;
-Scrotum;
- The accessory sex glands (vesicular glands; prostate; cowpers gland
• The process of sperm formation (spermatogenesis) and the schematic
representation of spermatogenesis
• The factors causing sterility and infertility in bulls
• The primary and secondary female reproductive organs (structure)
• The functions and structures of the following organs:
-Ovaries;
- Fallopian tubes;
- Uterus; and
-Vagina.
• The process of ovigenesis/oogenesis and the schematic representation of
ovigenesis/oogenesis
Oestrus and oestrus cycle
• The concept: oestrus/heat period
• The female sex hormones and their respective functions
• The periods/stages/phases of the oestrus cycle in cows
• The noticeable signs/characteristics of oestrus in cows
• The practical methods dairy farmers can adopt to assist in identifying cows on
heat
CAPS
43
Week
(4 hours/
Week)
9
Topic
Synchronization of
oestrus and mating
Content
Synchronization of oestrus
• The concept: synchronization of oestrus/heat
• Various techniques/methods of synchronization of oestrus/heat
• The advantages and disadvantages of synchronization of oestrus
• The factors causing sterility and infertility in females (cow)
Mating
• Terminology: mating/copulation, ejaculation, etc.
• The different methods of mating farm animals:
- Natural mating
o The male sexual display/courtship behaviour/pattern
o The factors that regulate mating behaviour among bulls
o The five main stages of mating/copulation
Artificial mating
(Artificial insemination,
embryo transplantation
and cloning)
- Artificial insemination (AI)
o The concept: artificial insemination
o The main requirements for successful AI
o The advantages and disadvantages of AI
o The methods of collecting semen:
v Artificial vagina; and
v Electrical stimulation/electro-ejaculator.
o The basic requirements for semen collection
o The characteristics of good quality semen (semen evaluation)
o Types of semen: dilutants and functions of such dilutants
o The basic requirements for storage of collected semen
o The correct time for artificial insemination (timing for AI)
o The correct technique for carrying out AI
44
Week
(4 hours/
Week)
10
Topic
Embryo transplantation/transfer (ET)
Content
- Embryo transplantation/transfer (ET)
o Terminology: embryo transplantation/transfer (ET), superovulation,
embryo flushing/harvesting, donor cows, recipient cows
o The aims/purposes of ET: description of embryo flushing/harvesting
o The advantages and disadvantages of ET
- Nuclear Transfer (cloning)
o The concept: nuclear transfer/cloning
o The aims/purposes of animal cloning
o Types of cloning processes such as reproductive cloning and
therapeutic cloning
Nuclear transfer
(Cloning)
o The advantages and disadvantages of cloning
Fertilization and pregnancy
• The following reproduction terminology: fertilization, pregnancy/gestation,
freemartins, placenta, etc
• Fertilization process
• The formation of multiple births (twins) and freemartins
• The phases/stages of pregnancy
• The reasons for abortions
1. Choose a one of two practical
investigations or an assignment
Control test 1: 75%
assessment task that covers the topics
CAPS
45
3.10 Grade 12 Term 2
Week
(4 hours/
Topic
Content
Week)
1
Animal reproduction
Birth/parturition and dystocia
Birth/parturition and
dystocia
• The concept: parturition/birth, dystocia
• The signs/characteristics of a cow approaching parturition
• The functions of the layers covering the foetus
• The stages/phases of parturition
• The correct birth positions of a calf in the uterus just before birth
• the conditions which interfere with normal parturition process; and
• the principal factors causing the retention of the placenta/afterbirth in cows.
Milk production/lactation
Milk
Production/lactation
• The concept: lactation, dry period, milk ejection
• The structure of the udder of a cow (functions)
• The milk ejection/milk let down process and hormones involved
• The importance and functions of colostrums to the new born calf
• The interpretation of the lactation curve and lactation cycle (period)
2
Animal diseases and
protection
Animal health
• The signs of poor health/sick animals (cattle, pigs and chickens)
• The methods of testing animal health
• The various methods of administering medicine to animals (cattle, pigs and
chickens)
• Sustainable use of medication
• Infectious, non infectious and metabolic animal diseases
• Level of seriousness of animal disease(chronic, per-acute and acute)
Animal diseases
• The main micro-organisms causing diseases in animals
• The most important diseases found in South Africa based on the mode of
transmission, animal host, symptoms and treatment:
Viral and bacterial
diseases
- Viral diseases
o Foot-and-mouth disease (FMD), rabies, Rift valley fever (RVF), avian/
bird flu, swine fever/flu and Newcastle disease (NCD)
- Bacterial diseases
o Anthrax, mastitis and tuberculosis (TB)
Protozoan and fungal
diseases
- Protozoan diseases
o Anaplasmosis, redwater, heartwater and coccidosis
- Fungal diseases
o Lumpy wool and ringworm
• The economic implications of animal diseases
• The preventative/control measures for animal diseases
46
Week
(4 hours/
Topic
Content
Week)
3
Internal parasites/
endoparasites
Internal parasites/endoparasites
• The concept: internal parasite
• The main groups of internal parasites
• The most important internal parasites (based on their life cycles, animal hosts,
symptoms and treatment):
-Tapeworms;
- Liver fluke; and
-Roundworms.
• The financial implications and detrimental effect of internal parasites
• The preventative/control measures of internal parasites
External
External parasites/ectoparasites
Parasites/ectoparasites
• The concept: external parasite
• The types of external parasites
• The most important external parasites:
- Ticks (the life cycle of single/two/three host ticks);
- Nasal worm (sheep); and
- Blowflies, lice and mites (sheep).
• The financial implications and detrimental effect of external parasites
• The preventative/control measures of external parasites
4
Plant and metallic salt
poisoning
Plant and metallic salt poisoning
• The most important plant poisoning: maize fungus, poison bulb, thorn apple,
etc.
• The treatment of animals suffering from plant poisoning
• The preventative/control measures of plant poisoning
Poisoning by metallic salts:
• Common salt poisoning (the symptoms and treatment): salt poisoning and
urea poisoning
• The preventative/control measures of salt poisoning
The role of government
in Animal Health
CAPS
The basic principles of good health to control animal diseases and parasites/pests
The role of the state in animal protection
47
Week
(4 hours/
Topic
Content
Week)
5
Basic Agricultural
Genetics
Genetic concepts
• Genetic terminology: genetics/heredity, genes, chromosomes and alleles
(homozygous and heterozygous)
• The distinction between genotype and phenotype, dominant and recessive
genes
Monohybrid inheritance
Dihybrid inheritance
• The monohybrid inheritance/crosses: Mendel’s First Law: Law of Segregation
• The Dihybrid inheritance/dihybrid crosses: Mendel’s Second Law: Law of
Independent Assortment
• The use of various methods such as Punnet square, genetic diagrams and
schematic representations to illustrate the crosses
• Mendel’s Laws of segregation and independent recombination of
characteristics
• Qualitative and quantitative characteristics
6
The pattern of
inheritance
• The pattern of inheritance that leads to different phenotypes: incomplete
dominance, co-dominance, multiple alleles, polygenic inheritance and epistasis
• The concept: prepotency and atavism with relevant examples
Variation and mutation
• The sex chromosomes and sex-linked characteristics (examples)
• The following genetic terminology:
-Variation;
-Mutation; and
-Selection.
• The importance of variation and selection
• The external (environmental) and internal (genetic) causes of variation
• The types of mutagenic agents and their effects
• Changes in chromosome structures.
7
Selection
• The general principles of selection: Heritability and biometrics
• Natural vs. artificial selection
• The selection methods used by plants and animal breeders (mass, pedigree,
family and progeny selection) and breeding values
• The following breeding systems and terminology:
-Inbreeding;
- Line-breeding with relevant examples.
- Cross breeding;
-Upgrading
-Species-crossing;
- Out crossing; and
• The advantages and disadvantages of different breeding systems
8-10
48
Mid-year examination
1. Choose a one of two practical
investigations or an assignment (not
assessment task that covers the topics
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49
3.11 Grade12 Term 3
Week
(4 hours/
Week)
1
Topic
Basic Agricultural
Genetics
Genetic modification/
genetic engineering
Content
Genetic modification/genetic engineering
• The concept genetic modification/genetic engineering in plants and animals
(with relevant examples)
• The aims of genetic modification of plants and animals
• The advantages of genetic engineering over traditional methods
• The current uses/application of genetically modified plants
• The techniques used to genetically modify plants/animals
• The potential benefits of genetically modified crops
• The characteristics of Gmo’s
• The potential risks of Gmo’s
2
Agric-production factors Production factors
Land and labour
Land
• The functions of land (in economic terms);
• The economic characteristics of land as a production factor; and
• The techniques/methods of increasing land productivity.
Labour
• The term labour;
• The different types of labour in agriculture (with relevant examples);
• The problems associated with labour in agriculture;
• The methods of increasing labour productivity;
• Labour legislation Acts affecting farm workers in South Africa; and
• The standard format and layout (components) of a labour/farm worker contract.
3
Capital and management Capital
• Terminology: capital, assets, cash flow, budgets
• The types of capital (with relevant examples)
• The methods of creating capital
• The sources of finance/credit (long-term, medium-term and short-term credit)
•
The problems associated with capital as a production factor
• The capital/financial management systems: financial records, farm asset
records and farm budgets
• The differences between an enterprise budget and a whole farm budget
(example of farm budget)
• The components of a cash flow statement
•
The main aspects which are included in a cash flow budget statement
Management
• The concept: farm management/management, strategic farm risk management
• The principles/components of management
• The general management skills needed to manage a farm business
• The internal and external forces which affect/influence farming businesses
• The primary sources of risk in farming business
• The main risk management strategies/techniques (diversification strategies, risk
sharing strategies)
50
Week
(4 hours/
Week)
Topic
Agricultural marketing
4
Content
• The concept: market/marketing
• The difference between marketing and selling
• The main functions of agricultural marketing: transport, storage, packaging
(guidelines for packaging fresh produce) and processing/value adding
(definition, advantages and relevant examples)
Price determination and demand/supply
• Terminology: demand and supply,
• The law of demand and supply (the interpretation of the demand and supply
curve/graph)
• The factors influencing the demand and supply of a product
• price elasticity of demand/supply and price inelasticity of demand/supply
5
Market equilibrium
Market equilibrium
• The concept: market equilibrium
•
A hypothetical demand and supply curve together to indicate market equilibrium
• Interpretation of the market equilibrium graph
The development of a market
• The importance of a market with regards to fixed prices, type of buyers and
methods used to promote products
Approaches to marketing
• The various approaches to agricultural marketing such as niche marketing,
mass marketing and multi-segment marketing
• Sustainable agricultural marketing (green markets, eco-labeling)
CAPS
51
Week
(4 hours/
Week)
6
Topic
systems
Content
Agricultural marketing systems
• The main types of marketing in agriculture:
Free-market:
• The concept: free-marketing
• The general advantages and disadvantages of free market system
• The main channels/options of a free-market system (their advantages and
disadvantages):
- Farm gate market;
- Fresh produce markets;
- Stock sales;
- Direct marketing; and
-Internet marketing.
Co-operative marketing
• The concept: agricultural co-operatives
• The agricultural co-operative principles
• The types of agricultural co-operatives
• The benefits/advantages of agri-co-operatives
Controlled Marketing
• The concept: controlled marketing
Agricultural marketing chain or supply/demand chain
• The marketing chain/supply/demand chain
• The factors that hamper the marketing chain of agricultural products
• Ways to streamline and improve the agri-business chain
• The role of legislation in the effective marketing of agricultural products
7
Agricultural
entrepreneurship and
business planning
Agricultural entrepreneurship
• The concept: entrepreneur and entrepreneurship
• The important aspects of the entrepreneur and entrepreneurship
• The entrepreneurial success factors or personal characteristics
• The main distinct phases of the entrepreneurial process
Agri-business plan
• The concept: business plan
• The reasons for drawing up a business plan in the agricultural sector
• The standard format and layout (components) of an agricultural business plan
• Problems encountered when drawing up an agri-business plan
• Using electronic resources as a tool for drawing up a business plan
• SWOT analysis
8-10
52
Trial examination
Formal assessment for
Term 3
September examination
Formal assessment task 3:
A formal assessment task
3: Term 3
1. Choose a one of two
practical investigation s
or an assignment (not
similar to that completed
in term 1 or term 2)
25%
September examination:
75%
It is recommended to cover
the given topics in the term
indicated.
The sequence of the topics
within the term is however,
not fixed.
2. Choose an appropriate
formal assessment tasks
that covers the topics
covered in the third term
Paper 1: 150 marks
Paper 2: 150 marks
Total: 300 marks
CAPS
53
3.12 Grade 12 Term 4
Week
(4 hours/
week)
Topic
Content
1
Revision
2
Revision
3
Revision
4
Revision
5
Revision
6 - 10
End-of-year examinations
SBA (25%)
End-of-year examination (75%)
Paper 1: 150 marks
Practical investigation 1: 20 marks
Paper 2: 150 marks
Practical investigation 2: 20 marks
Formal assessment: Term 4
SBA: 25% (100 marks)
End-of-year examination:
75% (300 marks)
Total: 400 marks
September examination: 20 marks
Total: 100 marks
54
Total: 300 marks
SECTION 4
4.1Introduction
Assessment is a continuous planned process of identifying, gathering and interpreting information about the
performance of learners, using various forms of assessment. It involves four steps:
•
Generating and collecting evidence of achievement;
•
Evaluating this evidence;
•
Recording the findings and using this information to understand and thereby assist the learner’s development
in order to improve the process of learning;
•
And teaching.
Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases
regular feedback should be provided to learners to enhance the learning experience.
4.2Informal or daily Assessment
Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can
be used to improve their learning.
Informal assessment is a daily monitoring of the learners’ progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment
may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is
progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for
teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the
classroom. Learners or teachers can mark these assessment tasks.
Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners
to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally
recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for
promotion and certification purposes.
4.3 Formal Assessment
All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment.
Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes.
All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that
appropriate standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in
a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks,
projects, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year-long
formal programme of assessment in each grade and subject.
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55
In Grades 10 and 11 all assessment tasks are assessed internally. Of the seven tasks, the six tasks which are
completed during the school year constitute 25% of the total mark for Agricultural Sciences. The remaining 75%
of the final mark for promotion is the end-of-year examination (which comprises of two papers totaling 300 marks),
which is set and marked internally and moderated externally.
In Grade 12 the formal assessment constitutes 25%, and is set and marked internally and moderated externally. The
remaining 75% of the final mark for certification in Grade 12 is set, marked and moderated externally.
In Grade 12 seven tasks are completed during the school year and make up 25% of the total marks for Agricultural
Sciences.
In Grade 12 there are two external examination papers totaling 300 marks. Together these two papers make up the
remaining 75%.
4.3.1
Formal Assessment tasks
Practical investigation (Grades 10 - 12)
The purpose and focus of a practical investigation is to develop and assess a learner’s science investigative skills.
Practical investigations can take the form of hands-on activities or hypothesis testing. To be able to assess and
develop these different skills, learners must be given multiple opportunities to execute all the possible practical
investigations in groups, individually or as a teacher / learner demonstration. At least one practical investigation must
be assessed formally and recorded in Grades 10 and 11 but two in Grade 12.
In a practical investigation Agricultural Sciences learners will be assessed on their ability to cope with the following
skills:
56
Skills relevant to a Practical investigation:
Skills
Elaboration
Follow instructions
Making accurate observations
• Matching of objects or processes or items which are similar and identifying differences
• Describing objects
• Describing processes
• Identifying differences and similarities in diagrams, objects, words and data
• Identifying problems
• Classifying an object or process from given information
• Observing features and differences in given situations with minimal information
Work safely
• Taking precautions
Manipulate and use apparatus
effectively
• Assembling common apparatus
Measure accurately
• Reading linear and two-dimensional scales
• Handling equipment, apparatus and chemicals
• Scaling
• Measuring out quantities
• Making valid measurements of variables, repeating measurements to obtain an average
where necessary in all quantitative work
• Recognizing, or supply the correct units for common measurements
• Counting systematically
Handling materials
appropriately
• Preparing materials and staining slides
Gather data.
• Collecting data
Record data appropriately drawings, graphs, etc
• Collecting and organising data in:
• Handling materials
-Diagrams;
- Tables; and
-Graphs.
• Constructing a pie chart, line graph, histogram or bar chart as suited to the data, choosing
suitable axes and scales
Learners should be given enough contact time to conduct a practical investigation and obtain results. Learners
should use non-contact time to prepare for the practical investigation and also to write it up.
Research project / task (Grades 10 and 11)
A maximum of three weeks of non-contact time should be spent on a research project or task. Contact time should be
built in for guidance, tracking progress and support and such time will be determined by the situation at hand. A total
of 80 marks should be awarded for a research project. This mark will be reduced to a total mark of 20 for recording
purposes.
For assessment the following tools are appropriate and should be used:
The assessment instrument should be a task that is appropriate to the content covered in the term. The assessment
tools should be a holistically weighted rubric or checklist that is designed for each item in the write up for the research
project or task.
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57
The research project or task may be given to learners individually, in pairs or in groups not larger than four. Tasks
may include a model and/or display or a practical investigation, but must be accompanied by a written presentation.
When designing a research task Agricultural Sciences teachers must ensure that:
•
It is an investigative task;
•
It addresses all the relevant content;
•
It is a long-term task;
•
Detailed guidelines are provided and where appropriate relevant resources should be made known and/or
provided to learners; and
•
It focuses on the accessing of knowledge through literature research and primary sources such as people,
texts, etc.
Assignments (Grade 10 - 12)
An assignment is a short task of 1 to 1½ hours and includes activities such as translation activities, analysis and
interpretations of data, and drawing and justifying of conclusions. It could further include an activity that the learners
do that simulates an agricultural activity or action.
This could include the building of models, computer simulations, planning documents, data gathered from experiments,
etc. That are based on a specific agricultural activity.
The forms of assessment used should be age and developmental level appropriate. The design of these tasks should
cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject.
Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below:
Cognitive levels
Percentage
Knowledge
40
Comprehension and Application
40
Analysis, evaluation and synthesis
20
58
4.4 Programme of Assessment
The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout
a term
4.4.1
Grades 10 and 11
Formal assessment: Grades 10 and 11 (6 tasks)
Term 1
Term 2
Term 3
Term 4: Promotion mark
Task based assessment 1:
25%
25%
25%
SBA:
Control test 1: 75%
Control test 2: 75%
Task Based assessment:
Practical investigation:
20 marks
Research project:
20 marks
Total: 100
Final Examination:
Total 300
100
100
Total progression mark:
100
400
Programme of Assessment
Assessment tasks
Cass
End-of-year
Assessment
Percentage
allocated
25%
75%
Forms of
assessment
Practical
investigation
Number of
pieces
1
Marks
20
1
Assignment
Controlled
tests
1
Mid-year
examinations
2
1
November examinations
1
(Paper 1 + 2)
Sub totals
100
Grand Total
400
CAPS
Research
project
20
20
10
10
20
150
150
300
59
4.4.2
Grade 12
Formal assessment: Grade 12 (7 tasks)
Term 1
Term 2
Term 3
Certification mark
SBA: Internal
25%
25%
25%
Task Based assessment:
Control test 1: 75%
Mid-year examination:
Control test 2: 25%
Practical investigation 1:
75%
20 marks
50%
Practical investigation 2:
20 marks
Assignment:
20 marks
June examination:
10 marks
20
Total: 100
Examination: External
Total: 300
100
60
100
100
Total certification mark:
400
Programme of assessment
External
assessment
Assessment Tasks (Cass)
End-of-year
assessment
Percentage
allocated
25%
75%
Forms of
assessment
Assignment
Practical
investigation
Number of
pieces
1
2
Marks
20
2 x 20
Sub totals
100
Grand total
400
Controlled tests
Mid-year and trial
examinations
2
10
November
examinations
2
10
10
1 (Paper 1+2)
10
150
150
300
Certification mark for Grade 12
SBA (25%)
End-of-year assessment (75%)
100
300
Internally set
Externally set
Internally marked
Externally marked
Externally moderated
Externally moderated
Written on computerized SBA mark sheet provided by the
provincial assessment body
Externally captured
Total mark: 100 + 300 = 400
Tests/Quarter-ending tests
1. A test in the programme of assessment should not be made up of several smaller tests. Each test should cover
a substantial amount of content and should be set for 45-60 minutes each.
2. The marks for tests is not prescribed but should be determined by the teacher taking into account the volume of
the content covered and the time available.
3. Each task, test and examination must cater for a range of cognitive levels and abilities of learners. The following
is used as a guide to compile tasks and examination questions encompassing the different cognitive levels:
Cognitive Levels
Percentage
Knowledge
40
Comprehension and Application
40
Analysis, evaluation and synthesis
20
CAPS
61
4.4.3Examinations
End-of-year examination (format/structure)
Grade 10
Paper: 1
Duration: 2.5 Hours
Content
Section: A
Section: B
Agro-ecology
Question 1
Questions 2-4
Agri-industry
45
105
Total Marks
150
(35 marks/question)
Animal Studies
Paper: 2
Duration: 2.5 Hours
Content
Section: A
Section: B
Soil Science
Question 1
Questions 2-4
Plant Studies
45
105
Total Marks
150
(35 marks/question)
Optimal Resource Utilization
Biological concepts
Grade 11
Paper: 1
Duration: 2.5 Hours
Content
Section: A
Section: B
Basic Agricultural Chemistry
Question 1
Questions 2-4
Soil Science
45
105
Total Marks
150
(35 marks/question)
Paper: 2
Duration: 2.5 Hours
Content
Section: A
Section: B
Plant Studies
Question 1
Questions 2-4
Optimal Resource Utilization
45
105
(35 marks/question)
62
Total Marks
150
Grade 12
Paper: 1
Duration: 2.5 Hours
Content
Section: A
Section: B
• Animal Nutrition
Question 1
Questions 2-4
• Animal Production,
Protection and Control
45
105
Total Marks
150
(35 marks/question)
• Reproduction
Paper: 2
duration: 2.5 Hours
Content
Section: A
Section: B
• Agricultural Management
and Marketing
Question 1
Questions 2-4
45
105
• Production factors
Total Marks
150
(35 marks/question)
• Basic Agricultural
Genetics
4.5 Recording and reporting
Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment
task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and
Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual
progression within a grade and his or her readiness to progress or being promoted to the next grade. Records of
learner performance should also be used to verify the progress made by teachers and learners in the teaching and
learning process.
Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.
Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school
visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all
grades report in percentages against the subject. The various achievement levels and their corresponding percentage
bands are as shown in the Table below.
Codes and Percentages for Recording and Reporting
Rating code
Description of Competence
Percentage
7
Outstanding Achievement
80 - 100
6
Meritorious Achievement
70 - 79
5
Substantial Achievement
60 - 69
4
Adequate Achievement
50 - 59
3
Moderate Achievement
40 - 49
2
Elementary Achievement
30 - 39
1
Not Achieved
0 - 29
Teachers will record actual marks against the task by using a record sheet; and report percentages against the
subject on the learners’ report cards.
CAPS
63
4.6Moderation of assessment
Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation
should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation
practices must be in place for the quality assurance of all subject assessments.
4.7General
This document should be read in conjunction with:
4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and
4.7.2 The policy document, National Protocol for Assessment Grades R-12.
4.8 Annexure
4.8.1Exemplar assignments
A possible assignment:
Grade 10
Grade 11
Grade 12
A comprehensive worksheet on the
impact of global warming or climate
change on agriculture in South Africa
and appropriate adaptive measures to
overcome climate change
Learners build model of chemical
compounds from materials that were
collected from a dumping site or rubbish
bin. Assessment will be done on the
information provided with the model and
the complexity of the model.
Find out more about the outbreak
of swine flu/fever (H1N1) diseases
affecting animals especially pigs in
South Africa (2009): symptoms, mode
of transmission, control/preventative
measures, treatment, etc. Data is
provided to the learner and a set of
questions based on the reading is set
up.
4.8.2Exemplar practical task
Possible practical tasks:
Grade 10
1.
2
Collecting, mounting and
describing various grass and other
pasture plants
Determining soil air, organic matter
and moisture in a soil sample
64
Grade 11
1. Description and identification of soil
horizons (soil profile pit)
Grade 12
1.
Dissecting a chicken and
identifying various organs/
structures and functions
2.
Extracting DNA from wheat/onion/
banana, etc.
2. Make own compost on a small scale

aGriCultural sCienCes - Department of Basic Education

Transcription

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